Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods
Abstract
In the 21st century, generic methods and synergetic learning have been widely embraced in the areas of pedagogical and professional studies. It is crucial, especially in school-activity environments that involve technology and digital knowledge. Those who are capable of studying in teams and who promote ‘collective intelligence’ are likely to become influential and inspiring students and teachers. By understanding aligned visions from different viewpoints, students and teachers can maximize their efforts and talents. The idea of collective teacher efficacy (CTE) positively affects student outcomes and therefore is an essential tool in teacher training and practices. We live in the ongoing dynamics of integrated diverse thoughts, methods, disciplines, and activities. To create a better ecology for qualitative existence, numerous scholars and teachers, seek to devise necessary changes in education and social initiatives. In a world split by regimes and values, dealing with conflictual dilemmas is inevitable: preserving classical methods on the one hand, and encouraging innovative attitudes on the other. These contradictory approaches raise critical didactical questions about training future teachers and educators without prejudicing their fundamental essence. This article presents a three-years research of a group of students, at the Kibbutzim College of Education, Tel Aviv, who were trained to become professional teachers in the humanities, and their pedagogical eco-systems. It discusses some dilemmas about progressive school methods and focuses on some of the advantages and disadvantages of the generical attitudes in their practical work, regarding the gap between their first year of studying and the first year of teaching.
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